Castlemont High School

Fall 2018 - Spring 2019

Mrs. Hunter
English 3 Course Syllabus

COURSE DESCRIPTION: English 3 is a core class, satisfying the English Language component of education.
Successful completion is needed in order to graduate. This course is a designed to support sophomore-year students
in the further developing writing and reading comprehension, discussing ideas and theories surrounding literature
including composition, structure, vocabulary, analysis, elements, and devices. We will use multiple forms of media:
visual, written and, audio to explore literature of all kinds, throughout different cultures and genres. We will
explore the writing process through journal writing, essays, autobiographies, critical review and revision as well as
oral presentations. Along with increasing your literary knowledge, reading with the ability to understand literary
language. Most importantly, this class will give you the opportunity to gain a greater appreciation for the use of
words.
This English 3 class is part of the Community Health Equity Academy (CHEA). CHEA is one of two pathways
provided to Castlemont students to careers after high school. We will be discussing health equity in regards to
its need and absence in our communities and what forms of oppression have caused its absence and the resulting
effects. We will also be opening up career opportunities for students to help improve those dynamics.

METHODS OF STUDENT EVALUATION

You will be evaluated using the following criteria:
● Attendance
● Class Participation -
Mandatory
● Homework and
Classwork (Daily)
● Tests, Quizzes &
Exams (Weekly,
biweekly, end of
semester)
● Individual and Group
Projects (End of unit of
semester)
● Active Involvement in
Discussions (Daily)
● Oral Presentations
(Each Semester) activities applications (Google
● Active Involvement in ● Variety of speaking and Classroom,
Collaborative Activities listening assessments Weebly.com,
(Groups) ● Technological visual/audio
● Cooperative learning presentations)

COURSE CONTENT - This course is designed to meet the California Common Core State Standards (CA-CCSS).
Upon successful completion of this class, students will be proficient in the following Common Core Standards for
Grade 11.
For full text of standards: visit: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Students will examine active reading of varied texts for what they say directly, as well as the logical assumptions
that can be drawn.

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 ● Analysis (study) of literature and informational texts from varied literary periods to examine (CCCS
Reading Literature (RL) 9-10.1 & 9-10.4):
○ text craft and structure ○ power and impact of language
○ elements of literature ○ influence of history, culture, and
○ arguments and claims supported by setting on language
textual evidence ○ personal critical and aesthetic
response
Students will craft and develop their own writing through multiple structured writing exercises and assignments that
will prepare them to construct grade level essays and other writing samples (CCCS Writing (W) 9-10.1A & 1B).
● Writing for varied purposes.
○ developing and supporting ○ writing narratives to develop real or
argumentative claims imagined events
○ crafting clear, supported ○ writing to sources using text based
informative/expository texts claims and evidence
○ responding to literature for ○ review and editing during the
personal/academic purposes writing process.
Effective listening, speaking, and viewing strategies with an emphasis on the use of evidence to support or refute a
claim in multimedia presentations, class discussions, and extended text discussions and culminating projects (CCCS
Speaking and Listening (SL) 9-10.1 & 9-10.4).
● Collaboration amongst peers
○ Peer reviews
○ Group presentations and other coursework.
○ Participation through the contribution of relevant opinions and ideas during class discussions.
● Socratic Seminars - In a Socratic Seminar activity, students help one another understand the ideas, issues,
and values reflected in a text through a group discussion format by listening closely to the comments of
others, thinking critically for themselves, and articulate their own thoughts and their responses to the
thoughts of others.

MATERIALS & TECHNOLOGY

Students will need and be using the following for this class:
Pen/pencil Highlighting markers Poster paper
Binder Crayons, colored pencils and Sharpie Markers
College-ruled paper pens Glue
Composition book/Journal Colored construction paper Chromebook (provided)
3 -Ring Binder Magazines Other supplies as needed

Students will be using several online tools in order to receive, track and turn in assignments. Three(3) major online
tools will be Google Classroom (student has site address for their class), my website on Weebly
(http://mrshunter107.weebly.com/english-3.html) and https://login.jupitered.com/login/. You can access any of these
tools at any time to view assignments and materials, grading and other communications. Google Classroom is
available through school Gmail accounts, with a teacher provided code. These tools are provided so that classroom
information, assignments, and an open form of communication from both in and outside of the classroom are
available to both teacher and student.

LITERATURE - The following is a sample of literature, film, and video we will be covering this test. This list may
change based on current events; student comprehension and readiness; availability of sources but content will satisfy
the standards for this grade level.
Novels - Flight - Sherman Alexie
- And the Earth Did Not Devour Him… /Y No Se Lo - The Immortal Life of Henrietta Lacks - Rebecca
Trago La Tierra- Tomas Rivera Skloot (selected chapters)
- The Merchant of Venice - William Shakespeare
- Their Eyes Were Watching God - Zora Neal Hurston Articles, Editorials and Essays

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- Shakespeare and Race - Edited by C. Alexander and -Various Hip-Hop/Rap Lyrics from 1973 - 2019
S. Wells (13 essays on the concept of race in - Haiku Poetry
Shakespeare's drama.) - Sonnet 17 - Pablo Neruda
- Shakespeare’s Colors: Race And Culture In - Sonnet 127 - 1st of William Shakespeare’s Dark
Elizabethan England - James Schultz Lady Poetry

Short Stories Video

“The Tell-Tale Heart”- Edgar Allan Poe
Short stories from Nightmares and Dreamscapes -
Stephen King
The Brothers Grimm (selected stories)
Poetry
- “The Revolution Will Not Be Televised” - Gil Scott-
Heron
-The System - Prentiss Powell
- The Merchant of Venice (film adaptation of play by
William Shekespeare
- Various clips from multimedia sources including
news, documentaries, instructional and other
curriculum videos.
- Shakespeare and Race - Oxford Academic - Ayanna
Thompson

GRADING - English 3 grades are based on an accumulation of points

throughout the semester. The point value for assignments will vary. The
Grading Scale for English 3 assignments and marking period grading is
provided on the right.

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How did I get this grade? - Grades are calculated using a percentage for each area that assignments and projects are
assigned to for each marking period. Those areas are:
● Participation (25-30% of grade) - includes participating in discussions around curriculum, completed Do
Nows on time, presentations.
● Classwork (20-30% of grade) - includes all work except Do Nows assigned and due within the class period.
● Homework (20-30% of grade) - includes all homework assigned to be completed outside of class period.
● Quizzes/Tests (10-15% of grade)- All tests and quizzes that are assigned for completion within the marking
period.
● Projects (10-20% of grade) - includes all projects assigned individually or in groups.

Semester Grading. Your grade for the semester (Three (3) marking periods) is calculated by adding 85% of your
final marking period grade + 15% of your final exam grade. Grades will be updated at least once per week
depending on assignment completion. Parents and students can monitor their grades through the Jupiter grading
system. Sign in to see student grade books at https://login.jupitered.com. PLEASE DO NOT ASK ME, “what is my
grade?” or “what am I missing?” before looking on Jupiter.

TARDY/ABSENCE POLICY - All tardies and absences must be cleared with a note from a parent or responsible
guardian or a slip from the office. An approved tardy/absence slip must be presented when the student returns to
class or student.

MISSING/LATE/INCOMPLETE ASSIGNMENTS - Emergencies and other issues are real and do occur.
Otherwise, the best way to reduce any attendance issues that affect your grade is to simply come to school on time,
daily. Repeat offenders will not be given the same leniency.
● It is up to the students to take care of any missing or late homework. The CHS late work and absent work
policies (as stated in the Handbook) will be enforced. It is the student’s responsibility to take care of late
and/or missing work.
● A one-time emergency situation or school approved absence (i.e., Independent Study, excused
tardy/absence), students are expected to turn in any work they will miss due to tardiness/absence the day of
return or ahead of time.
● Unapproved late/missing work will receive the following deductions: 10% deduction (roughly one letter
grade lower) for 1st-day work is late; 20% for the 2nd day; 30% max for the 3rd day. No late/makeup after
one week at teacher discretion.
● Approved tardies allow assignments to be completed and returned by next class session.
● Approved absences allow missing work to be turned when the student returns to school, based on the
number of days missed. (For example: 1 day = 1 extra day to complete, 2 days = 2 extra days...) There is a
one-week maximum make-up period allowed unless the student is on Independent Study. If you have any
questions about this policy, please see your Student/Parent Handbook or feel free to contact me.
● “Do-Nows” can be done within the class period and handed in if the student is no more than 14 minutes
late to class or absent with an authorized slip from office or staff/administrator. NO EXCEPTIONS.

FIELD TRIPS - There will be several field trips throughout the year in within the CHEA pathway. Permission slips
will be sent home as trips are announced. New homework will not be assigned on the day of the field trip, however;
related activities may be given.

CLASSROOM MANAGEMENT - Keys to Success - In order to foster academic success we must maintain a
classroom environment that promotes a great opportunity to succeed. This happens by generating a culture that
represents our classroom community. Some rules are not negotiable due to OUSD policies and others that Mrs.
Hunter will not compromise on but some can be negotiated. Classroom policies and procedures are best stated with
three simple guidelines:
● Please be respectful to your classmates, teachers, to and yourself at all times through respectful verbal and
physical interactions/communication, attendance, open-mindedness, strong work/learning ethic,
responsibility, and integrity.
 ● Please do not come tardy and distract others or “pack up” while teachers are teaching and/or other students
are discussing. It is rude and distracting to all.
● Please do not leave trash in the room (i.e. empty water bottles and gum wrappers).

COMMUNICATION - Talking to me about concerns, challenges or other issues is important. I am not a

mind reader. If you don’t tell me, please do not take it for granted that I know.

DISCIPLINE - Failure to not invest in our class culture by not following community culture will be
disciplined using the following protocol:
● 1st Infraction: Student will be reminded of appropriate behavior. 5-point demerit, subtracted as a
part of a total at end of marking period (10 point MAX per class meeting period)
● 2nd Infraction: After 10-point demerit maximum is reached, a phone call will be made home. If
no responsible parent or guardian is reached or responds, a referral will be issued.
● 3rd Infraction: If the behavior continues after communication with the parent, a referral will be
issued with a request for a short-term class diversion. The student may only re-enter the class
following a restorative justice measure with teacher and/or students involved.

CLASS RULES
● Breaks - 10 minutes total. An additional break can be earned in 1-minute increments. (Up to 5
min additional max). Breaks area great time for bathroom use.
● Food - What and when. Unless you start to get messy.
● Phones: To be used during breaks or as part of instruction when permitted ONLY. Otherwise,
phones should be put away or placed in the charging station by the front door. Misuse = infraction

ACADEMIC HONESTY - This course is a chance for you to explore your own creativity. The following are forms
of academic dishonesty and will not be tolerated.
● Plagiarism: Using another author's words without giving credit to that author; failing to use quotation
marks when using another author’s exact or paraphrased words; making up sources for text, passing another
author's work off as your own.
● Falsification: Deliberately changing results, statistics, or any other kind of factual information to make it
suit your needs and/or deliberately changing a source’s intent by misquoting or taking out of context.
● Multiple Submission: If you wish to turn in the same work or use the same research, in
whole or in part, for more than one course, you must obtain permission to do so from
all instructors involved. Failure to obtain this permission constitutes academic
dishonesty.

PARENT PARTICIPATION - As parents, you are encouraged to take an active role in your child’s education.
School is a great place for parents to support students in attaining skills and knowledge that will become a part of
forming their identities as adults.
Providing free materials and snacks to students over the course of a entire school year can be costly. Almost all
supplies some directly from teacher contributions. Donations of snacks and supplies as well as time volunteering
for field trips and in school activities is always greatly appreciated. It also shows your student that you are invested
in their academic growth and success. Along with our Back to School Night, I would like to have at least one
additional parent meeting to connect with parents/guardians and address any questions or concerns regarding your
student and our classroom community. I understand that people have busy schedules so I will be reaching out to
parents to discuss their availability to meet. Remember that parent conferences will still occur within report card
periods if it is believed to be helpful in your students academic and/or behavioral progress.
A card will be sent home so that contact information and the best hours to contact as well as important medical
conditions and emergency information about the student can be provided. Please complete this form so that your
student can receive extra credit and a free start-up supplies.

Teacher Contact Info: Email - celetta.hunter@ousd.org. It will be checked as often as possible during the day. I
am also available before school (8:00 am – 8:20 am) and during my prep periods by appointment. You may also text
me anytime between 3:30pm and 5pm, Monday - Friday at (510) 685-8651.

Thank you and I look forward to a great year with you at The Castle!